Culture, Deafness & Music: Critical Pedagogy and a Path to Social Justice is a timely and thought-provoking book and an important contribution to the expanding transdisciplinary field of Deaf Studies. Authors, most of whom are Deaf, critically examine aspects of Deaf culture, reflect on diversity within the Deaf community, and advocate for the recognition of Deaf people as a linguistic-cultural minority. Grounded in critical pedagogy as its theoretical framework, the book highlights the persistent oppressive forces faced by Deaf people and also the challenges to these oppressive forces to promote social justice through acts of resistance and affirmation, particularly expressed through the arts, including music.

“This collection of works is brilliantly conceived, pleasurably unpredictable, filled with granular descriptions of the lived experiences and real-life struggles of Deaf people who are contributing to the Deaf community and to those outside the Deaf community in a myriad of ways, through theater, poetry, fiction writing, acting, music and serving as activists and advocates for Deaf people worldwide. The thematic weight of this volume is kept comfortably afloat by chapters that are beautifully written and filled with the roar of dissidence. This is not a book for the tranquil mind.” — Peter McLaren (Professor Emeritus, University of California Los Angeles, USA) from the Foreword

“This book and its authors have thus made a significant contribution towards the important task of assisting Deaf Studies and other Deaf domains to understand power relationships throughout history — including Deaf histories — in order to embrace these ongoing challenges and advance towards a more positive future.” — Paddy Ladd (former Reader, Centre for Deaf Studies, University of Bristol, UK) from the Afterword

“Culture, Deafness and Music: Critical Pedagogy and a Path to Social Justice is the first book of its kind to engage with the lives and liberation stories of Deaf people in education through the lenses of critical pedagogy and the arts. It is personable, powerful, and thought provoking, including chapters about music, poetry, and even humor as emancipatory forms of art and critical pedagogy in the Deaf community. It is a must read for practitioners and scholars of education.” — Tricia Kress (Molloy University, USA)